Dual Higher Education in Denmark: Legal Framework, Application and Educational Paths

Abstract

Denmark’s education system is frequently characterised by its flexibility and permeability, enabling progression between vocational and academic pathways. Within this context, elements of dual learning are embedded at multiple levels, including professional higher education and selected university programmes. This article examines the legal, structural, and institutional foundations of Dual Higher Education (DHE) in Denmark. Drawing on a qualitative document analysis of national legislation, policy documents, and institutional use cases, the study analyses how dual principles are framed in law and implemented in practice. The article reviews the literature on dual education models and explores the legislative framework that shapes vocational and higher education. It also considers dual education pathways and institutional practices through selected case examples, highlighting how regulatory structures interact with institutional strategies to combine workplace-based learning and academic instruction across different educational tracks. The analysis reflects on the transferability of the Danish model and identifies key factors that influence the implementation of dual learning in higher education.